In 2015, Dr. Rob Simon, Associate Professor at the Ontario Institute for Studies in Education of the University of Toronto (OISE), and students from his teacher education course partnered with Sarah Evis, a teacher from Delta Senior Alternative School in the Toronto District School Board (TDSB), and her grade 8 students, to study Art Spiegelman’s popular intergenerational Holocaust survivor memoir and graphic novel, Maus: A Survivor’s Tale.
Topics: Art, Books, Antisemitism, Choosing to Participate, Holocaust, Facing History and Ourselves, Innovative Classrooms, Holocaust Education, Middle School, Strategies, Culturally Responsive and Relevant Pedagogy, Night, genocide, Lesson Ideas, big paper, Inside a Genocide Classroom, Social Justice, Personal history
In “Culturally Relevant Pedagogy: Ingredients for Critical Teacher Reflection,” Tyronne Howard notes the importance of finding ways to address the growing heterogeneity of our students cultural needs to “construct pedagogical practices that have meaning to students’ social and cultural realities,” (195-6). Literature Circles are a model that I used, which I have found to be an effective tool for engaging students using differentiation. The diverse nature of my classroom, which is common for an urban school, makes it is difficult to find a single text that will engage each student in the classroom. Since those students who do not engage and read their texts are traditionally the least successful, it is important to try and find materials they will.